A great challenge faced by higher education teachers is how to work with the students who enter the teacher education programs: students who are very young, who come from emerging social classes, having poor access to cultural goods and a history of difficulties in their school life. Students who want to get their degree as fast as possible, but resist to do hard work.  By the time they will initiate their professional activities they will certainly face new demands in schools, such as how to teach students in a changing society. Some research questions emerged from this situation: What does the student expect from the initial teacher education course? And from the teaching profession? Are the teacher education courses preparing the students to be good teachers in this changing world? How are those courses preparing the students? What are the subjects and activities the students consider most effective to became a good teacher? Those questions led us to design a research aimed to analyze the contribution of curricular subjects and practices of teacher education courses to professionally prepare prospective teachers. The main focus of the research was the students’ views of the teacher education course. We tried to know their conceptions and beliefs of the teaching profession and to depict their evaluative judgment of curricular activities – subjects and practices of the teacher education course. To know the expectations, the beliefs, values and concepts of prospective teachers about the teaching profession is crucial for teacher educators who can submit them to a critical analysis and with the support of a theoretical framework review their teaching practices.  The managers of teacher education courses can also take advantage of the knowledge produced by the research because it can give clues on how to improve their courses. Analyzing the curricular proposals of the teacher education course taking into account its goals and means can disclose important features of the process of initial teacher education and can offer crucial elements for its improvement. The theoretical framework of the research considered writings of Roldão (2007) who help to understand and discuss the concept of professional knowledge. Gimeno Sacristán (1995) and Ramalho, Nuñes and Gauthier (2004) were the main reference to discuss the concept of teaching professionality, or the knowledge, skills, attitudes and values that constitute the specificity of being a teacher.  The authors agree that the process of teaching professionality involves many factors, such as the personal and professional, the cognitive and affective, the individual and collective.  These multiple aspects affect and constitute the school, family and professional experiences that compose the know-how of the teachers, in which are included knowledge, values, skills, modes of perception and understanding the reality which surrounds them. 

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